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Download full textWolf, Mikyung Kim; Herman, Joan L.; Dietel, Ronald – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2010
English Language Learners (ELLs) are the fastest growing group of students in American public schools. According to Payan and Nettles (2008), the ELL population doubled in 23 states between 1995 and 2005. Yet ELL achievement remains among the lowest of all students. For example, on the 2009 National Assessment of Educational Progress, 72% of…
Descriptors: English (Second Language), Second Language Learning, Validity, Testing Accommodations
Wolf, Mikyung Kim; Herman, Joan L.; Dietel, Ronald – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2010
English Language Learners (ELLs) are the fastest growing group of students in American public schools. According to Payan and Nettles (2008), the ELL population doubled in 23 states between 1995 and 2005. The U.S. Census Bureau estimates that by 2050, the Hispanic school-age population will exceed the non-Hispanic white school-age public school…
Descriptors: English (Second Language), Second Language Learning, Validity, Testing Accommodations
Wolf, Mikyung Kim; Kao, Jenny; Griffin, Noelle; Herman, Joan L.; Bachman, Patina L.; Chang, Sandy M.; Farnsworth, Tim – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2008
The No Child Left Behind (NCLB) has had a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments in order to validly measure the ELL students' English language proficiency, as well as content knowledge and skills. While states have moved…
Descriptors: Federal Legislation, Second Language Learning, Research and Development Centers, Guidelines
Wolf, Mikyung Kim; Herman, Joan L.; Bachman, Lyle F.; Bailey, Alison L.; Griffin, Noelle – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2008
The No Child Left Behind Act of 2001 (NCLB, 2002) has had a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments in order to validly measure the ELL students' English language proficiency, as well as content knowledge and skills. While states…
Descriptors: Research and Development, Federal Legislation, Second Language Learning, Research and Development Centers
Herman, Joan L.; Osmundson, Ellen; Ayala, Carlos; Schneider, Stephen; Timms, Mike – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2006
Theory and research suggest the critical role that formative assessment can play in student learning. The use of assessment in guiding instruction has long been advocated: Through the assessment of students' needs and the monitoring of student progress, learning sequences can be appropriately designed, instruction adjusted during the course of…
Descriptors: Teaching Methods, Program Effectiveness, Research Methodology, Information Sources
Peer reviewedHerman, Joan L.; Winters, Lynn – Educational Leadership, 1994
Professional literature extols the potential benefits of portfolios for teaching, learning, and assessment--particularly compared with traditional multiple-choice tests. Although initial findings favor portfolio assessments, the challenges lie in ensuring technical quality, equity, and feasibility for large-scale assessment purposes. Two major…
Descriptors: Educational Benefits, Elementary Secondary Education, Portfolio Assessment, Program Effectiveness
Gearhart, Maryl; Herman, Joan L. – 1995
This article examines one of the challenges to the integration of classroom and large-scale portfolio assessment, a challenge posed by the use of a student's classroom portfolio for large-scale assessment of his or her individual competencies. When work is composed with the support of peers, teachers, and parents, whose work is being judged? The…
Descriptors: Accountability, Cooperation, Educational Assessment, Educational Change
Herman, Joan L. – 1982
A formative evaluation minimum competency test model is examined. The model systematically uses assessment information to support and facilitate program improvement. In terms of the model, four inter-related qualities are essential for a sound testing program. The content validity perspective looks at how well the district has defined competency…
Descriptors: Criterion Referenced Tests, Cutting Scores, Evaluation Criteria, Formative Evaluation
Direct linkHaertel, Edward H.; Herman, Joan L. – Yearbook of the National Society for the Study of Education, 2005
In this article, the authors describe various rationales for accountability testing programs over the past century. This history forms the backdrop for current test-driven reforms, including Public Law 107-110, the No Child Left Behind Act of 2001 (NCLB), which was signed into law in January 2002. The goals of the authors are first, to illustrate…
Descriptors: Test Use, Testing Programs, Federal Legislation, Testing
